Definition

Anxiety disorders are chronic conditions that produce feelings which may interfere with a person's ability to carry out normal or desired activities. Some of the most common anxiety disorders include General Anxiety Disorder (GAD), Postraumatic Stress Disorder (PTSD), Acute Stress Disorder (ASD), Obsessive Compulsive Disorder (OCD), Panic Disorder, Social Anxiety Disorder (SAD), and a variety of phobias. The three disorders featured in this module are:

General Anxiety Disorder (GAD)

A person experiencing persistent and excessive worry and anxiety more days than not for a period of six months or more. GAD affects twice as many women as men and usually develops slowly while frequently co-occuring with Major Depressive Disorder, other Anxiety Disorders such as Panic Disorder, Social Phobia, Specific Phobia, and with Substance-Related Disorders. (American Psychiatric Association, 2000; National Institute of Mental Health, 2009)

Post Traumatic Stress Disorder (PTSD)

This disorder follows exposure (directly experienced or witnessed) to an extreme traumatic event such as military combat, violent assault, torture, natural disasters, accidents, a life threatening illness, loss of a loved one, observing the injury or unnatural death of another person, etc. The response to the event must involve intense fear, helplessness and/or horror. PTSD symptoms may develop soon after the event occurs or may be delayed up to 6 months following the event. Central features of PTSD involve persistent re-experiencing of the traumatic event; persistent avoidance of stimuli associated with the trauma; and, persistent symptoms of anxiety and increased arousal. (American Psychiatric Association, 2000)

Note: PTSD is common among veterans that have returned from either witnessing or experiencing violent events due to combat, torture or other traumatic exposure. Veterans are increasingly enrolling in college classes and, typically, injured veterans are new to their disability, without prior history of Section 504 eligibility; therefore, they may be unaware of their rights and procedures, unaware of the impact of their disability, and unaware of adaptations to compensate for new challenges that the disability presents. Additionally, often they equate disability with “weakness”. For more information about CSU veteran services go to: http://veterans.colostate.edu

Acute Stress Disorder

This disorder is very similar to PTSD except that it occurs within one month after the traumatic event and lasts no more than 3 months in duration. If this disorder persists longer than one month, the diagnosis may be changed to Posttraumatic Stress Disorder. (Association, 2000)

General Manifestation

Generalized Anxiety Disorder

GAD predominately features excessive, uncontrollable anxiety and concern about real life circumstances and is typically exhibited by:

Significant distress or impairment of social, academic, occupational, and other important areas of functioning (American Psychiatric Association, 2000).

Posttraumatic Stress Disorder (PTSD) & Acute Stress Disorder

The development of PTSD symptoms occurs after exposure to an extreme traumatic stressor and includes a response to the event that is marked by intense fear, horror, and/or helplessness. PTSD is characterized by the following features.

Persistent re-experiencing of the traumatic event through:

Intrusive and recurrent disturbing recollections of the event including images, thoughts or perceptions.

Recurrent distressing dreams of the event or related to the event.

Acting or feeling as if the event were recurring; a sense of reliving the experience including illusions, hallucinations, and/or dissociative flashback episodes. More commonly occurs upon awakening or being intoxicated.

Exposure to internal or external cues/stimuli that symbolize or resemble an aspect of the traumatic event triggers intense psychological distress and physiological reactivity. E.g. A loud noise in the classroom, a crowd of people, the smell of smoke, etc. may trigger a traumatic re-experiencing episode.

Persistent avoidance behaviors characterized by:

Deliberate efforts to avoid thoughts, feelings, or conversations about the traumatic event as well as an avoidance of situations, activities, environments, or people that may arouse recollections of the event. May include amnesia for a specific aspect of the traumatic event.

If attendance and class participation are part of the grading system for a class, inform students of this as early as possible. Negotiate alternatives with students who are requesting flexible attendance; encourage them to withdraw from the class if a good resolution cannot be met and then provide alternative suggestions such as distance learning.

Provide notice of changes to the class routine or classroom environment

If there is a change in the classroom environment, class location, class assignments, class schedule or any other change in routine; give the student advance notice so as to allow time for him/her to prepare for and become accustomed to the change ahead of time.

Allow for breaks

Give the student permission to take breaks as needed or prearrange break times.

Foster an encouraging, validating, academic environment

Provide individual feedback on academic performance

Offer to meet with the student on a routine basis throughout the semester; provide performance feedback, encouragement and suggestions. (Souma, Rickerson, & Burgstahler, 2008)

Maintain an awareness of the student’s demeanor

If changes in behavior, mood, quality level of assignment completion and test grades are notable, be ready to inform the student of appropriate campus resources such as counseling, tutoring, etc.

Consider implications of the student’s disability

If any class content (such as a video, group discussion or assignment) relates to something of a violent nature, inform the student in advance so that he or she can decide whether or not to attend class that day.

General Strategies

Provide Accessible Course Materials

Ensure that all curriculum materials (syllabus, notes, presentations, assignments, etc.) are available in an accessible format that can be used and manipulated by a computer (Word, HTML, RTF, PDF, etc.). To learn how to create accessible materials, see Training Modules and Tutorials on this website.

Plan Ahead

Select textbooks and materials needed for the semester as early as possible. Students with disabilities will need time to take class materials to the Disability Service Office for conversion to an alternative format.

Provide Structure

Provide a syllabus and class assignments with clearly delineated expectations and due dates.

Provide Guided Notes on the Web

Prior to lectures, provide students with consistent, structured notes that are in an accessible format. Since students with disabilities sometimes have more difficulty than others in processing new information (especially while simultaneously trying to take notes), having notes ahead of time will increase students’ ability to follow along during class and more effectively process course content. If it is not acceptable for all students to have lecture notes ahead of time, make alternative arrangements for students with disabilities such as emailing lecture notes to the student(s) or setting up an office mailbox where the student(s) can receive notes ahead of time.

Provide Multiple Methods of Presentation

Present information and ideas in multiple ways in order to address different learning styles.

Offer more than one way for students to demonstrate what they have learned in class. For example, students can be given a choice between taking a test, writing a paper, giving an oral presentation, producing a video, etc. Additionally, keep in mind that some students may have difficulty working in a group. Alternative ways of completing a group assignment may need to be considered.

Repeat or paraphrase questions and responses so that the whole class can hear.

This is especially important in large classrooms and when a microphone is used during live and taped presentations.

Highlight Key Points

Provide an overview when introducing a new topic, and highlight key points in a variety of ways throughout class lessons and in written materials. Use visual, verbal and interactive cues for added emphasis. This helps students know what to expect and what is most important, thus improving their ability to achieve the learning objectives.

Summarize Key Points

Summarizing key points at the end of each class will increase the student’s ability to process and integrate new information.

Chunk Information

Break large amounts of information or instructions into smaller segments (“chunking”).

Provide Study Aids

Provide study questions, study guides, and opportunities for questions and answers to help students review and clarify essential course content.

Allow the use of digital recorders

Provide students the opportunity to process and review class material at their own pace, both after class and later during the semester. Review of material in this manner is especially helpful in preparation for mid-term and final exams.

Engage with Students who Self Advocate

Team up with students with disabilities (who disclose their accommodation needs) to determine a plan that is effective for all involved.

Shaping the Environment

Allow preferential seating located near the door so that the student can easily leave class for breaks when needed (Souma, Rickerson, & Burgstahler, 2008). Additionally, encourage the student to sit away from any possible sources of distraction such as air conditioning units, windows, etc.

Learning Strategies—What Can the Student do?

Advocate for self

Connect with the disability service office to learn about available services and supports. Communicate with instructors about personal learning style and any individual accommodations that are being requested. Students should also be encouraged to read the ACCESS Self-Advocacy Handbook for College Students with Disabilities, available on this website.

Consider alternative class formats

If consistent class attendance is difficult, consider online, distance coursework as an alternative.

Chunk Information

Break larger tasks and assignments into smaller, more manageable pieces. Use an organizer and map out the semester detailing due dates, assignments, test dates, etc.

Enroll as a part-time student Consider attending school as a part-time student as opposed to full-time.

Plan ahead for books in alternative format If alternative formats are required for textbooks and other reading materials, students should notify the disability service office as early as possible, ideally before the semester begins. Acquiring and converting alternative formats takes time, and advance planning will ensure the materials are available when they’re needed.

Record class lectures

Ask professors for permission to record class lectures.

Peer support

Seek the peer support of other students with disabilities. Refer to the Disability Service Office for information about peer support groups. Form or join a study group with classmates who are considerate of diverse learning needs.

The Faculty Room is a site for faculty and administrators at postsecondary institutions to learn about how to create classroom environments and activities that maximize the learning of all students, including those with disabilities. This page is specific to faculty rights.